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Inclusive Educational Tools and Practices for Accessiblity

"Person first or disability first language? There are ongoing conversations and debates within Disability Studies and the Disability Rights Movement as to whether to use person first (“a person who is deaf”) vs disability first language (“a Deaf person”). Both are responses to deficit-based views of disability. For some, person-first language is an important way to reclaim humanity. For others, the self-identification with disability culture is a meaningful counterpoint to stigmatizing disability."  - DO-IT Center

All students benefit from increased accessiblity and universal design in the classroom. Instead of a reactive medical and legal model of accommodation to meet minimum ADA requirements alone, faculty are encouraged to adopt a proactive social model grounded in principles of inclusion, anti-oppression and dignity. Also informed, supportive communication about exceptionalities and neurodiversity can create trustful faculty-student relationships that foster student agency and self-advocacy. 


"Getting Started with Accessibility - How do I make my technology accessible?" UW Seattle.

"Why accessible materials are critical for inclusivity" by Gaby De Jongh, DO-IT Center, 45 minute webinar that answers these questions "What is it like for someone who uses Assistive Technology to interact with information that is NOT accessible? What does “Accessible Content” mean and how do you create it?"

"Universal Design of Instruction (UDI): Definition, Principles, Guidelines and Examples" by Sheryl Burgstahler, Ph.D. 

"Accessibility 101 - Online Course" offered by UW Bothell for all UW faculty; instructor led or self-paced.

"Disability Language Style Guide" (Glossary), National Center on Disability and Journalism

SPOTLIGHT:  Diversity, Inclusion and Universal Design

Learning Disability in Higher Education

Join quarterly Faculty Learning Communities or HUSKY HOUR DROP-INs for critical conversations on these topics!